Date of Award
3-31-2010
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
First Advisor
Gabriel Kuperminc - Committee Chair
Second Advisor
Chris Henrich - Committee Member
Third Advisor
Kelly Lewis - Committee Member
Fourth Advisor
Marci Culley - Committee Member
Fifth Advisor
Susan McClendon - Committee Member
Abstract
Group mentoring may offer similar supports as traditional one-on-one mentoring and a more culturally consistent forum for addressing issues of ethnicity, academic self-concept and school connectedness (Lindsay-Dennis, Cummings, McClendon, in press; Utsey, Howard & Williams, 2003). The present study investigates the development of students’ ethnic identity, academic self-concept and school connectedness through participation in a school based group mentoring program within a culturally diverse high school. Employing a mixed method design and multilevel modeling analysis, both the ethnicity of the mentor and the diversity composition of each group were assessed as contributors to the mentoring process. Ethnic identity and academic self concept did not yield significant associations (p =.75 and p =.42). School connectedness yielded a significant, but negative association (p < .05) from participation; with multicultural students reporting significantly less connection to the school. Review of process notes maintained by mentors revealed specific group processes that may have influenced the ethnic identity, academic self-concept, and school connectedness of students; such as discussion and resolution of experiences of racism.
DOI
https://doi.org/10.57709/1356526
Recommended Citation
Cummings, Lawanda, "Evaluating the Influence of Participaiton in a Diverse High School-Based Group Mentoring Program." Dissertation, Georgia State University, 2010.
doi: https://doi.org/10.57709/1356526